Utrecht Work Engagement Scale-Student – Chinese Version

Description

The focus of traditional psychology and organizational behavior has primarily been on the negative aspects of human behavior rather than positive ones. Research by Luthans revealed that the ratio of papers studying negative aspects of people compared to positive states is as high as 375:1. With the rise of positive psychology and positive organizational behavior, there has been increasing attention and research on human strengths and positive psychological capabilities. Work Engagement, as a positive psychological state, has become a new research hotspot in organizational behavior and human resource management, aligning with the trend of positive psychology. Studies indicate that the phenomenon of engagement is also present among student populations. Schaufeli (2002) first introduced the concept, suggesting that learning engagement is a state experienced by students during the learning process, characterized by sustained, positive, and fulfilling experiences, including three dimensions:

– 活力维度 (Vigor): Students exhibit a good mental state during learning and proactively overcome challenges, demonstrating resilience.
– 奉献维度 (Dedication): Students experience a sense of value in learning, enabling them to adopt a positive attitude towards studies and challenges.
– 专注 (Absorption): Engaging fully in learning, students find joy in the process.

Fredericks (2004) identified three aspects of learning engagement:

– Behavioral Engagement: Refers to good performance in class and high involvement in learning and school-related activities, which is crucial for improving academic achievement and preventing dropouts.
– Emotional Engagement: Refers to the emotional experiences individuals undergo while learning, resulting in either positive or negative responses towards school, teachers, classmates, and teaching.
– Cognitive Engagement: Relates to students’ effective utilization of cognitive and psychological resources.

These three aspects are interrelated and dynamically develop with one another. Learning engagement is closely linked to students’ mental health and academic achievement.

Authors and Contact Email

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Purpose

To explore the dimensions and impact of learning engagement on students’ mental health and academic achievement.

Test Year

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Administration Method and Scoring

The learning engagement scale (Utrecht Work Engagement Scale-Student) was adapted from Schaufeli’s work engagement scale. A seven-point scoring system is used to assess engagement levels across the dimensions.

Reliability and Validity

The scale’s internal consistency reliability ranges from 0.82 to 0.95, with correlation coefficients significant at 0.76 to 0.77. Item loadings range from 0.42 to 0.81, showing good fit indicators.

Factors and Subscales

The learning engagement scale consists of three core dimensions:
– 活力维度 (Vigor)
– 奉献维度 (Dedication)
– 专注 (Absorption)

Keywords

Learning engagement, Positive psychology, Student mental health, Academic achievement

Items in Chinese

1. 早晨一起床，我就乐意去学习。
2. 学习时，我感到精力充沛。
3. 即使学习不顺利，我也毫不气馁，能够坚持不懈。
4. 我能持续学习很长时间，中间不需要休息。
5. 学习时，即使精神疲劳，我也能很快恢复。
6. 学习时，我浑身有力而且干劲十足。
7. 我发现学习富有挑战性。
8. 学习激发我的灵感。
9. 我对学习充满热情。
10. 我因我的学习而感到自豪。
11. 我发现我的学习目的明确，而且很有意义。
12. 学习时，我忘了周围的一切。
13. 学习时，我感到时间过得很快。
14. 学习时，我心里只想着学习。
15. 我难以放下手中的学习。
16. 我沉浸在学习中。
17. 全身心投入学习时，我感到很快乐。

Items in English

1. When I wake up in the morning, I look forward to studying.
2. I feel energized when studying.
3. Even when learning is difficult, I do not get discouraged and can persevere.
4. I can study for long periods without needing a break.
5. Even when mentally fatigued, I can quickly recover while studying.
6. I feel strong and enthusiastic when studying.
7. I find studying challenging.
8. Studying inspires me.
9. I am passionate about studying.
10. I feel proud of my studies.
11. I find my study goals clear and meaningful.
12. When studying, I forget about everything else around me.
13. When studying, I feel like time flies.
14. When studying, I only think about studying.
15. I find it hard to put down my studies.
16. I am immersed in my studies.
17. When I am fully engaged in studying, I feel very happy.

References

方来坛,时勘,张风华.中文版学习投入量表的信效度研究[J].中国临床心理学杂志,2008,16(06):618-620.
张玲芝. 新冠疫情背景下高中生生命意义感与学习投入的关系及干预研究[D].河北师范大学,2021.DOI:10.27110/d.cnki.ghsfu.2021.000697.